School Improvement

Driving Equity and Excellence

Improvement Action Plans

Session 2023-24

School: St Bernadette’s PS
Cluster: Our Lady’s High School, Motherwell

Improvement Plan Summary
Cluster Priority To ensure equity for all learners and improve attainment in writing.
School Priority 1 Revisit and develop the principles and practice of assessment to ensure it is integral to learning and teaching and effectively supports pupil progress and attainment across the curriculum.
School Priority 2 Raise attainment in writing across all stages through a commitment to daily writing opportunities across the curriculum.
School Priority 3 Raise attainment in numeracy and mathematics across all stages through a commitment to embedding opportunities for numeracy and maths across the curriculum.

Audit and Consultation

In arriving at our improvement priorities, the school has taken account of Education and Families’ priorities, an audit of the previous year’s improvement plan and engagement with parents/carers and learners.

Details of engagement (pupils, parents/carers, partners)
The Head Teacher presented the 2023/24 improvement priorities to the Parent Council in June 2023 as part of the presentation on the 2022/23 School Improvement Report, outlining the rationale for each and summarising how they will be taken forward during the course of the session. The proposed use of the school’s Pupil Equity Fund allocation was also discussed at this meeting.

The AIP is available to parents and carers on the school website.

All pupils, across all stages, are actively involved in assemblies and pupil voice groups, enabling them to contribute to change and improvement in St Bernadette’s Primary School.
School Vision and Values
School Vision
Every child will be nurtured, supported and challenged on their learning journey in our pursuit of excellence and equity.
School Values
Love, Faith, Forgiveness, Self-Discipline, Integrity & Respect (added in Feb 2024 following consultation)
2023-24 Improvement Plan

Cluster Priority: Long Term Outcome
What do you hope to achieve? What is going to change? For whom? By how much? By When?
To ensure equity for all learners and improve attainment in writing.
Person(s) Responsible
Who will be leading the improvement? Cluster Chair, CIIL, HTs
ATTENDANCE AND DIOCESAN MUSIC PROJECT: C Boyle
ATTAINMENT IN WRITING: C Cutler

(Please insert the relevant information below using the codes above)
NIF Priority:
1. Improvement in attainment, particularly in literacy and numeracy; 2. Closing the attainment gap between the most and least disadvantaged children;
3. Improvement in children’s and young people’s health and wellbeing;
NIF Driver:
1. School Leadership
2. Teacher Professionalism
3. Parental Engagement
4. Assessment of Children’s Progress
5. School Improvement
6. Performance Information
NLC Priority:
1. Attainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
2. Equity – Closing the attainment gap between the most and least disadvantaged children and young people.
3. Improvement in children and young people’s health and wellbeing with a focus on mental health and wellbeing.
5. Vulnerable Groups-Improved outcomes for vulnerable groups. QI:
1.2 Leadership of learning

2.1 Safeguarding and child protection 3.1 Ensuring wellbeing, equality and inclusion
2.2 Curriculum 3.2 Raising attainment and achievement
2.3 Learning, teaching and assessment

PEF Intervention:
3. Promoting healthy lifestyles
5. Promoting a high quality learning experience
7. Using evidence and data
8. Employability and skills development
9. Engaging beyond the school
10. Partnership working
11. Professional learning and leadership Developing in Faith: UNCRC:
2. Developing as a community of faith and learning Article 14 – Freedom of Thought, Belief and Religion
4. Celebrating and Worshiping
If you used any aspect of your PEF fund to support this priority; please detail the expenditure here:

RATIONALE (WHY?) Why have you identified this as a priority? What data did you have to support this?

In session 22-23 there was improved attendance across all cluster establishments, the average cluster attendance rose from 92% to 93% however we were unsuccessful in reaching our target of 95%. Having analysed the data rigorously, a decision was made for each establishment to identify the year group with the lowest attendance, which would become our target group for this plan, through the empowering cluster model.

Good attendance and parental engagement are vital for children and young people to reach their full potential. It is therefore vital that we constantly strive to improve attendance and engagement levels. We believe this can be best achieved through rigorous and robust procedures alongside projects which work hand in hand with children and their families. We must also strive to better understand the challenges families face and how best to support them. We aim to improve the cluster average attendance from 93% to 95% for the new academic session.

This year a diocesan music project has been identified as the vehicle to improve the engagement of a targeted group of learners across the cluster, and thus improve their attendance. The project aims to ensure that music does not become a subject for the select few, but one which is inclusive of all.

From the cluster ACEL data, writing across the cluster primary schools was still identified as the biggest gap, and although progress has been made at both early and P4 level, where we moved close to our target of 82%, we did not reach the target. The cluster schools felt a more collegiate and collaborative professional learning approach with teacher leadership at the centre is the key to improvement – this will allow us to be consistent and clear in our approach. By doing all of this we hope to reduce the gap and show improvements in our data.

Resources: Please include costs and, where relevant, state where cost is being met from, specifically if using PEF. Please denote PEF/or colour code if preferred, to indicate where PEF spend aligns with targets.

Increase level of attendance in all establishments across the cluster.

Targets:
Cluster average to increase from 93% to 95%

Cluster Lowest attending year group targets: St Brendan’s – P1: 92% to
94%
Cathedral – P1: 91% to
94%
St Bernadette’s – 88% to
93%
OLHS – S4 77% to 85% • Monthly attendance reviews with
SLT and CIIL to identify families with attendance below the local authority average. We will analyse the following:
– Patterns of attendance
– Family links

• Monthly meeting with identified families to support improved attendance.

• Family engagement worker to support targeted families.

• Robust arrangements are in place to support high quality learning for children unable to attend school
•Monthly audit and analysis of
attendance data across the cluster

• Monitoring and tracking data will reflect improvement in attendance.

• Collaborative working will reflect a range of approaches that will be used by the wellbeing team consistently across the cluster.

• Use of Outcome Star to assess and monitor wellbeing, with targeted learners, in order to identify barriers to attendance.
Attendance is remaining just under 93%. Targeted families are making some progress. A few are still struggling to engage. Individual approaches are being used to meet the needs of the families and children – eg letters, phone calls, referral to FESA, individual tracking by teachers.
Diocesan Music Project with P4 pupils across the cluster.

Target – Within P4 to reduce the number of learners in SIMD 1&2 presenting with the lowest attendance:
• Target children identified based on current levels of attendance/engagement

• P4 children will take part in the
National Schools Singing Programme
Curriculum

• Weekly Class music session includes vocal technique and all areas of musicianship
• Monitoring and tracking data will reflect improvement in attendance/
engagement

• Planning will reflect a range of high quality music lessons

• Dialogue and team teaching opportunities will reflect high quality
learning and teaching
Current P4 attendance 92.8%

Very good levels of engagement each Thursday. Mr Greechan has established good routines and relationships which the children respond very well to. Attendance 92.8% – 2 children cause for concern, support in place.

Continued very good levels of engagement each Thursday. Mr Greechan has established good routines and relationships which the children respond very well to.
St Brendan’s: 7 learners to
5 learners

Cathedral: 9 learners to 7

St Bernadette’s: 11 learners to 8 • Sacred and secular music will be taught

• Afterschool choir established within all 3 primary schools, OLHS and Bothwell Park High; a cluster choir will also be established.
• After school Choir established in each establishment and across the cluster.

• Attendance and engagement in After School Choir will be tracked and analysed. School choir during class time to ensure no barriers to participation.
Number attending –
SIMD 1/2 Choir well supported from P4-P7.

Selected children have performed at Motherwell Cathedral and Glasgow University with most being SIMD 1 & 2.

Cluster:
Improve attainment in writing across the cluster with a focus on Pre school, P4 and P7.

St Brendan’s
Pre School 62% to 80%
( 4 learners)
P4 76.1% to 85.7%
P7 81.5% to 83.7%

Cathedral
Pre School: 78% to 80.9%
P4 84.2% to 86.0%
P7 84.61% to 86.5%

St Bernadette’s
Pre School
P4 -70% to 86%
P7- 62% to 81%

Netherton FLC
62.5% to 79.2%
(4 learners)
•Analyse and interrogate data across the cluster

• CLPL opportunities
• Develop a consistent and shared understanding of standards across the cluster

• Moderation of planning, experiences and high quality periodic assessment

•Team teaching opportunities will be planned collaboratively across the cluster to reflect a shared understanding of the standards • Tracking and monitoring

• Feedback and implementation from
CLPL opportunities
• Teacher’s planning will reflect a range of high quality learning and teaching
approaches

• Learning visits and professional dialogue will reflect high quality
teaching and learning

• Appropriate assessment approaches are identified and used to measure gaps
2 teachers attended P4 writing cluster moderation November and February Inservice days. Both sessions confirmed teacher judgement and quality of writing in St Bernadette’s.

Ongoing class visits, informal jotter monitoring and professional dialogue confirms commitment to improving writing at P4 and P7 . Improvements in children who were not on track are clear to see. P4 April 2024 -23/29 79% children on track to achieve 1st level writing. 3/6 children have made good progress and are not far away from reaching the benchmarks. Ongoing assessment, SNSA and writing assessment in June will support final judgement.

P7 April 2024 12/17 (1 new pupil has arrived who is not on track) 70% on track with 1/5 making good progress and with continued support may achieve 2nd level by June 2024.
Final evaluation:

Priority 1: Long Term Outcome
What do you hope to achieve? What is going to change? For whom? By how much? By When? Revisit and further develop the principles and practice of assessment to ensure it is integral to learning and teaching and effectively supports pupil progress and attainment across the curriculum.
Person(s) Responsible
Who will be leading the improvement? STRATEGIC LEAD: Christine Boyle (Head Teacher)
MONITORING AND TRACKING ATTAINMENT: Cara Cutler PT
MONITORING OF MARKING AND FEEDBACK: Pamela Purdue PT

(Please insert the relevant information below using the codes above)
NIF Priority:
1. Improvement in attainment, particularly in literacy and numeracy; 2. Closing the attainment gap between the most and least disadvantaged children;
NIF Driver:
2. Teacher Professionalism
4. Assessment of Children’s Progress
5. School Improvement
6. Performance Information
NLC Priority:
1. Attainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
2. Equity – Closing the attainment gap between the most and least disadvantaged children and young people.
5. Vulnerable Groups-Improved outcomes for vulnerable groups. QI:
1.2 Leadership of learning

2.3 Learning, teaching and assessment 3.2 Raising attainment and achievement
2.4 Personalised support
PEF Intervention:
4. Targeted approaches to literacy and numeracy
5. Promoting a high quality learning experience
6. Differentiated support
11. Professional learning and leadership
12. Research and evaluation to monitor impact Developing in Faith: UNCRC:
2. Developing as a community of faith and learning Article 28 – Right to Education
Article 29 – Goals of Education

If you used any aspect of your PEF fund to support this priority; please detail the expenditure here:

RATIONALE (WHY?) Why have you identified this as a priority? What data did you have to support this?
Assessment is an integral part of the learning and teaching process and is essential for tracking progress, planning next steps, involving young people in their learning and reporting to parents. Assessment lets teachers see what progress their pupils have made, informing sound professional judgements on each child’s attainment. This, in turn, helps the school to monitor and track attainment across the school and project attainment in the future.
Resources: Please include costs and, where relevant, state where cost is being met from, specifically if using PEF. Please denote PEF/or colour code if preferred, to indicate where PEF spend aligns with targets.

EXPECTED IMPACT
(SHORT TERM
TARGETS) INTERVENTIONS/ACTIONS TO SUPPORT IMPROVEMENT: HOW?
HOW WILL YOU TRACK PROGRESS?
MEASURES EVALUATION CHECKPOINT
1 (Internal Process) EVALUATION CHECKPOINT 2
(Internal Process)
What will be the benefit for learners (be specific)? What are you going to do to make the change? What key actions are required? Consider links to the NIF Drivers. What ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data) December 2023 April 2024
Updated Assessment policy provides clear guidance to teaching staff on agreed approaches, systems and procedures. • Launch refreshed Learning, Teaching & Assessment Framework on first November in-service day.
• Deliver training to teaching staff (November in-service day) on the assessment section of framework
• Incorporate opportunities to revisit and drill down into various sections of assessment policy at collegiate meetings throughout year. Quantitative
• Staff training evaluations

Qualitative
• Inservice and collegiate meeting presentations.
• On-going Quality Assurance (see calendar) Policy framework written and agreed November 2023

November in service work around HGIOS 2.3 focus on assessment. Framework being followed. SEEMIS regularly updated by all teaching staff.

All teaching staff have a clear understanding of professional expectations and standards in relation to assessment. •
• Provide time on CAT meetings for staff to explore and discuss GTCS professional standards 2.1.4; 3.1.4.
– Which aspects do you feel are a current strength?
– Which aspects do you feel require further exploration and development?
Embed standards within updated Assessment policy and revisit regularly during course of the year. Qualitative
• Staff training evaluations

CAT meetings, PRD meetings staff have collectively and individually used the GTCS framework to reflect on standards. All staff are clear on expectations and committed to comply.
All teaching staff have a sound working knowledge of progression pathways, assessment criteria and ‘Progress & Achievement’ and how these interconnect to
support valid, reliable assessment and professional judgements. •
• Revisit ‘Achievement of a Level’ poster (incorporated into assessment policy) to support professional dialogue and clarify understanding around effective use of existing assessment materials and systems.
Revisit ‘Achievement of a Level’ poster at each Pupil Progress Meeting (September, January, April) to ensure sound teacher professional judgements. Qualitative
• SLT – class teacher dialogues at planning meetings and Pupil Progress Meetings.
Progression pathways are used to support planning across the curriculum. Progression pathways are used to support planning across the curriculum.
More work required in terms of curriculum organisation and design based on Curriculum Rationale and progression pathways. Science pathways are being produced by NLC. We have used our own 3 year strategic planner for science this year.
This will allow more focused assessment of skills and progression out with numeracy and maths.
This priority will continue to next year as year 2/3.
Create learning spaces, experiences and interactions and increase the capacity of pupils across all stages to talk confidently about their learning journey. •
• Using current research and curriculum guidance staff will plan and assess learning through a model of focused learning through investigation and play pedagogies. Quantitative
• Quantitative data will be determined by planning of experiences and assessments.

Qualitative
Changes to spaces, experiences and interactions evident during day-to-day learning walks and scheduled SLT classroom observations.
Play at upper stages accessed through steam room. Early stages of development. Play at upper and lower stages being developed. All children have access to play environments which promote independent learning, choice and enjoyment.
Further development required in using play as a vehicle for sound teacher assessment through observation and interactions.

All pupils benefit from a range of age appropriate formative assessment approaches to support their day-to-day learning and progress. •
•
Agree formative assessment strategies which will be used across all classes at each stage.
Provide professional reading on developing good learning intentions and success criteria; discuss at
September collegiate meeting and agree on how key messages from professional reading will be applied in classrooms.
Discuss feedback approaches and explore new methods and options Quantitative
• Jotter monitoring: consistent use of marking code across all classes.

Qualitative
• Range of age-appropriate formative assessment strategies visible during day to-day learning walks and scheduled SLT classroom observations. Discussion around a marking code brought up further questions related to OSIRIS approaches and pupil engagement in self evaluation. P1-3 are using an effective code P4-7 use a range of approaches appropriate to the task. Formative assessment is used in a range of ways across the school. It was agreed that some strategies worked better with different groups and that all teachers would use a range and be responsive to class needs and nature in choosing formative assessment strategies. Staff continue to share good practice in working within the OSIRIS model for providing effective feedback through collegiate working and peer observations.
Pupils receive prompt and often ‘live’ feedback on their learning. •
• Introduce new marking and feedback procedures from November
Monitor use of feedback approaches to ensure consistency across school. Quantitative
• Jotter monitoring: consistent use of feedback approaches

Qualitative
• SLT – pupil learning dialogues. Most teachers are confident in using live feedback in learning and almost all children are able to participate effectively in self and peer assessment. Peer observations planned to focus on feedback.
All staff are working collegiately to improve practice.
All pupils are equipped with the language of learning and can articulate their strengths and next steps. •
• ‘My Learning Journey’ Pupils will be able to articulate their progress through teacher feedback, self-assessment and peer assessment. This will be documented on self assessment sheets at the end of learning blocks and assessments stored in Pupil Progress folders.
Pupils will be encouraged daily to reflect on their learning journey.
– Teachers will identify group and individual targets and use them for next steps in learning. Quantitative
• Jotter monitoring: consistent use of marking code across all classes.

Qualitative
• SLT – pupil learning dialogues: pupils able to articulate their next steps. Class teachers using selected stampers to improve consistency of approach for feedback.

Pupils are completing end of learning block self assessment sheets.
Further development required in use of evaluative language for children in self-assessment.

Most pupils are able to select best work and articulate why it has been selected. (stickers used for this)

– Pupils will be supported to identify areas for improvement and act on them accordingly.

SLT will continue with ‘learning walks’, engaging with pupils about their learning that day.

Ongoing informal learning walks evidence pupil engagement and ability to reflect on learning in most classes. Continuing ongoing informal learning walks evidence increasing pupil engagement and ability to reflect on learning in most classes.
Pupils have regular opportunities to demonstrate and capture their learning in meaningful ways. •
•
•
• Introduce self-assessment learning grids and floor books (P1 & P2) from August 2023 to support pupils across all stages to record their learning milestones.
Fully utilise WAC (Writing Across the Curriculum) jotters to evidence learning across all curricular areas. Facilitate regular professional dialogue around summative assessment at stage planning and collegiate meetings. Revisit ‘breadth, challenge and application’ to ensure robust professional judgements. Quantitative
• Jotter, floor book, progress folder monitoring

Qualitative
• SLT – pupil learning dialogues. “Use your jotter/progress folder to talk me through your
learning journey.
Play approaches have been amended following consultation with pupils, staff and SMT, this has impacted on the use of floor books for assessment. Children are now working with individual jotters. Writing continues to be planned and promoted through play. Writing across the curriculum is evident in jotters and displays. All teachers remain committed to providing daily writing opportunities where possible.
Writing opportunities are evident during free play and the majority of children choose to participate regularly.
All teaching staff engage in moderation at school and cluster level to ensure a shared understanding of standards and expectations. •

Moderation of writing at P1, 4 and 7 (see cluster priority). Quantitative
• Records of individual staff involvement in moderation activities.

Qualitative
• Samples of completed moderation templates. P4 & P7 writing moderation projects completed successfully.
Final evaluation:

Priority 2: Long Term Outcome
What do you hope to achieve? What is going to change? For whom? By how much? By When? Raise attainment in writing across all stages through a commitment to daily writing opportunities across the curriculum.
Person(s) Responsible
Who will be leading the improvement? STRATEGIC LEAD: C Boyle(HT)
MONITORING OF JOTTER CONTENT AND FEEDBACK: HT & Cara Cutler Principal Teacher
MONITORING AND TRACKING ATTAINMENT: HT & Cara Cutler Principal Teacher

(Please insert the relevant information below using the codes above)
NIF Priority:
1. Improvement in attainment, particularly in literacy and numeracy; 2. Closing the attainment gap between the most and least disadvantaged children;
NIF Driver:
4. Assessment of Children’s Progress
5. School Improvement
6. Performance Information
NLC Priority:
1. Attainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
2. Equity – Closing the attainment gap between the most and least disadvantaged children and young people.
QI:
1.2 Leadership of learning

2.2 Curriculum 3.2 Raising attainment and achievement
2.3 Learning, teaching and assessment
2.4 Personalised support
2.5 Family learning

PEF Intervention:
4. Targeted approaches to literacy and numeracy
5. Promoting a high quality learning experience
6. Differentiated support
7. Using evidence and data
9. Engaging beyond the school
10. Partnership working
11. Professional learning and leadership Developing in Faith:
2. Developing as a community of faith and learning
UNCRC:
Article 28 – Right to Education
Article 29 – Goals of Education

If you used any aspect of your PEF fund to support this priority; please detail the expenditure here:

RATIONALE (WHY?) Why have you identified this as a priority? What data did you have to support this?

Attainment in Writing across all stages currently lags slightly behind attainment in Reading, with the gap tending to widen as pupils progress through the school. It is acknowledged that daily practice of quality writing experiences will improve children’s attainment.
Resources: Please include costs and, where relevant, state where cost is being met from, specifically if using PEF. Please denote PEF/or colour code if preferred, to indicate where PEF spend aligns with targets.
• Additional teaching staff allow PTs to carry out baseline and ongoing assessments (including strategic use of standardised assessments) and delivering a range of targeted literacy interventions/support to individuals and small groups: £25,000
• Further investment in furniture and books for new library: £9000
EXPECTED IMPACT
(SHORT TERM
TARGETS) INTERVENTIONS/ACTIONS TO SUPPORT IMPROVEMENT: HOW?
HOW WILL YOU TRACK PROGRESS?
MEASURES EVALUATION CHECKPOINT
1 (Internal Process) EVALUATION CHECKPOINT 2
(Internal Process)
What will be the benefit for learners (be specific)? What are you going to do to make the change? What key actions are required? Consider links to the NIF Drivers. What ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data) December 2023 April 2024
By June 2024, attainment in writing across all stages will be 75% or above. • Establish updated writing baseline for all pupils and stages, drawing on teacher professional judgement and writing assessment criteria. Use this data to set projected attainment for June 2024.
• Monitor and track attainment of pupils across the year, in tandem with Oct, Feb and May Pupil Progress Meetings.
Quantitative
• Baseline writing assessment using Writing Criterion to identify strengths and gaps.
• Collated teacher professional judgements across stage from ‘Progress & Achievement’ system.
• June 2024 ACEL data. Teaching staff are committed to including quality daily writing experiences from across the curriculum. This is showing early positive results with children being motivated to improve. Ongoing assessment shows consistent writing improvement across the school.
P4 are almost on track to achieve the target and P7 have made the improvements necessary in writing with a few children now working on 3rd level targets.
P1 continue to need support to achieve the target level – 7/24 children have EAL which impacts on progress at this early stage.
All teaching staff have increased knowledge and understanding of effective approaches
to teaching writing. • Review and discuss approaches to writing across the school.
• Regularly signpost staff to Glow resource bank. Qualitative
• Periodic reviews between HT, PT and teaching staff
• Staff evaluations.
• Summary of SLT October learning visits. All staff have increased confidence in strategies and approaches to improve writing. Staff regularly share examples of good practice. Learning walks and jotter moderation confirm the commitment to improving writing.
Modelling and daily literacy support in P1 from PT has had an impact on progress at P1.

Further support from NLC pedagogy team is scheduled for May 2024.

All teaching staff are confident in assessing writing and using this day-to-day evidence to reach informed professional judgements on the progress and attainment of pupils. •
•
•
•
• Support staff across school in using the Writing Criterion as ongoing assessment record of pupils’ strengths and next steps.
Introduce genre-specific criteria to support staff in focused assessment of a range of genre.
Use moderation template at least once during course of year to moderate writing at each stage.
Use moderation template at least once during course of year to moderate writing at P1, 4 and 7 across cluster. Quantitative
• On-going analysis of attainment data, in tandem
with Pupil Progress Meetings.
• June 2024 ACEL data.

Qualitative
• Completed moderation templates.
• SLT – Class Teacher dialogues during Pupil Progress Meetings.
• Staff evaluations. Writing criteria is being used across the school in conjunction with Bench marks for assessment of writing.

Moderation of writing jotters at CAT sessions is proving successful for sharing progress and good practice.

P4 involved in formal writing moderation with Cluster colleagues.

P7 pupils involved in Cluster Science project including moderation of report writing which was completed very successfully. P4 writing moderation completed successfully which added to growing confidence in professional judgement and in our processes for assessment.

Writing assessments using the criterion show improvements and gains in almost all children over the course of this year.

Support is in place for children who require additionality to improve writing –can be impacted due to availability of staff.
Through increased listening, talking and engagement with texts at the planning stage, all pupils are more •
• Embed Daily Writing approaches across all classrooms during initial half of the year.
In stage groups, share and discuss small selection of pupil jotters to Quantitative
P4-7 classes are using the Reflective model to plan

confident and proficient in writing coherent pieces which display the appropriate genre features. gauge impact of writing approaches on pupils’ writing.
• SLT learning visits with focus on writing: October 2023. • Collated attainment data (including June 2024 ACEL) from Pupil Progress Meetings.

Qualitative
• SLT – pupil dialogues during October classroom learning visits.
• On-going monitoring of taught writing and WAC jotters.
• Completed moderation
templates (in-school, cluster)
All pupils are aware of, and can articulate, their current strengths and next steps in their writing. • Introduce new approach to marking and feedback from August 2023.
• Ensure next steps are clearly articulated and that pupils have regular, dedicated opportunities to revisit these and evaluate their progress towards achieving them.
• In stage groups, share and discuss small selection of pupil jotters to review quality and progress
• SLT – pupil dialogues at key points during year, focusing on writing. Qualitative
• On-going monitoring of taught writing and WAC jotters.
• SLT – pupil dialogues at key points throughout year.
• Peer moderation of jotter feedback. All teachers are providing helpful and focussed feedback to children to help them to improve their writing.

Most children can articulate next steps using targets for writing. All staff are continuing to provide specific feedback for writing both live and written. Most children are responding well to this and are motivated to improve.

Most children are showing increasing in articulating next steps in writing.
Final evaluation:

Priority 3: Long Term Outcome
What do you hope to achieve? What is going to change? For whom? By how much? By When? Raise attainment in numeracy and mathematics across all stages through a commitment to embedding opportunities for numeracy and maths across the curriculum.
Person(s) Responsible
Who will be leading the improvement? STRATEGIC LEAD: (HT) C Boyle
Monitoring and Tracking attainment: C Boyle & P Purdue PT

(Please insert the relevant information below using the codes above)
NIF Priority:
1. Improvement in attainment, particularly in literacy and numeracy; 2. Closing the attainment gap between the most and least disadvantaged children;
4. Improvement in employability skills and sustained, positive school leaver destinations for all young people NIF Driver:
2. Teacher Professionalism
3. Parental Engagement
NLC Priority:
1. Attainment and Achievement- Improvement in attainment, particularly in literacy and numeracy.
4. Developing the Young Workforce- Improvement in employability skills and sustained, positive school leaver destinations for all young people.
QI:
1.2 Leadership of learning

2.2 Curriculum 3.2 Raising attainment and achievement
2.3 Learning, teaching and assessment 3.3 Increasing creativity and employability
2.4 Personalised support

PEF Intervention:
4. Targeted approaches to literacy and numeracy
5. Promoting a high quality learning experience
6. Differentiated support
8. Employability and skills development
9. Engaging beyond the school
10. Partnership working
11. Professional learning and leadership Developing in Faith: UNCRC:
2. Developing as a community of faith and learning

Article 28 – Right to Education
Article 29 – Goals of Education

If you used any aspect of your PEF fund to support this priority; please detail the expenditure here:

RATIONALE (WHY?) Why have you identified this as a priority? What data did you have to support this?
An integral part of the launch of our refreshed curriculum in August 2023 we wish to embed opportunities for numeracy and mathematics across the curriculum leading to increased pupil engagement and confidence in maths and numeracy which will be evidenced through raised attainment.
Resources: Please include costs and, where relevant, state where cost is being met from, specifically if using PEF. Please denote PEF/or colour code if preferred, to indicate where PEF spend aligns with targets.
• Additional teaching staff allows PT to lead on Numeracy and Maths

EXPECTED IMPACT
(SHORT TERM
TARGETS) INTERVENTIONS/ACTIONS TO SUPPORT IMPROVEMENT: HOW?
HOW WILL YOU TRACK PROGRESS?
MEASURES EVALUATION CHECKPOINT
1 (Internal Process) EVALUATION CHECKPOINT 2
(Internal Process)
What will be the benefit for learners (be specific)? What are you going to do to make the change? What key actions are required? Consider links to the NIF Drivers. What ongoing information will demonstrate progress? (Qualitative, Quantitative – short/medium/long term data)
All pupils use and apply numeracy and maths in meaningful ways across all areas of the curriculum. • Curriculum planning to ensure numeracy and maths is evident across all areas of the curriculum
• Maths challenge areas set up in all classes and in STEAM room Quantitative Ongoing monitoring of progress folders and ACEL data

Qualitative
SMT/staff planning discussions
Learning walks

Links to numeracy and maths in everyday life will be clearly articulated in all classes Teachers make reference to NNM in everyday life on a daily basis Qualitative

Learning walk observations
Dialogue with pupils

Pupils will have regular opportunities for investigative maths problems leading to greater confidence and resilience in approaching and completing NNM problems. Mindset maths challenges will completed weekly by P3-7 pupils using mindset maths textbooks and you cubed website.

Daily Number Talks

Use of concrete, pictorial, abstract pedagogy across all levels

Maths comprehension cards P3-7

Maths challenges will be embedded in IDL topics.

NNM will be evident in outdoor learning and play activities. Qualitative
Learning walks, learning observations, jotter monitoring

Quantitative
Assessment pieces
Forward plans

Attainment in maths at all stages will be greater than 80% Regular ACEL data updates
Planning for interventions to support children who are not on track
Consistent daily use of IDL numeracy for children who struggle with aspects of number Quantitative
ACEL data
MALT
IDL records
Intervention trackers

Literacy Aims Numeracy Aims HWB Aims
P4 ACEL 67% (20/30) – 85% (26/30)) 67 % (20/30) – 90% (27/30) 93.3% – 100%
P7 ACEL 62% (10/16) – 81% (13/16) 56.3% (9/16) – 81% (13/16) 62.5% – 87% (14/16)

Current Primary 4
ACEL/Gap Literacy Numeracy HWB
66.7% (20/30) 66.7% (20/30) 93.3% (28/30)
SIMD 1&2 60.9% (14/23) 65.2% (15/23) 91.3% (21/23)
SIMD 3> 85.7% (6/7) 71.4%(5/7) 100%
The Gap 24.8% 6.2% 8.7%

Current Primary 7
ACEL/Gap Literacy Numeracy HWB
62.5% (10/16) 56.3% (9/16) 62.5% (10/16)
SIMD 1&2 60% (9/15) 60% (9/15) 60% (9/15)
SIMD 3> 100% 0% (0/1) 100%
The Gap 40% -60% 40%

PEF ALLOCATION: £47, 000 (less £1900 NLC admin fees)

NORTH LANARKSHIRE COUNCIL
EDUCATION & FAMILIES
EQUITY PLAN 2023-24

RATIONALE FOR EQUITY (PEF) PLAN
Please provide below detail around your rationale for the Equity plan. Highlight how PEF expenditure is integrated to support improvement priorities.
For priorities around equity please detail the poverty related gap which you are addressing and the data which supports your rationale. Consider the following: attainment, health & wellbeing, attendance, exclusion, participation, engagement.

Link to Improvement Plan Detailed Costings

Priority/Description

Intended Outcome/Impact

Please describe your planned use of SAC resource/PEF allocation and what you intend to achieve. Evidence/Measures

Please indicate what evidence you are going to collect to show impact and progression.
Cluster priority;
Priority 1;
Priority 2
Priority 3

£25,500

£1500

£9000

£6500

£600 PEF 0.5 fte match funding class teacher which releases 1 FTE PT

Subscriptions for IDL numeracy & spelling& mathletics online maths portal

Create a new library and family learning room.

Swimming block for P6 & P7
Strathclyde park outdoor learning experience for P7
Whole school pantomime visit 1 fte PT to plan, deliver, monitor interventions in literacy and numeracy to improve attainment across the school.

All pupils have access to Mathletics to improve access and attainment in maths at home and in school.
Targeted intervention of IDL to improve attainment in numeracy and spelling for identified pupils

Improve family engagement and support family learning leading to improved outcomes and reducing the poverty related attainment gap.

Improve health and wellbeing and teach life skills.

Allow equity of experience for all • Malt/YARC standardised assessments.
• Read Write Inc Fresh Start assessments.
• IDL assessments.
• Teacher Professional Judgement attainment data, gathered via NLC Progress and Achievement system and collated on school formats.
• June 2024 ACEL data; ‘What’s the Story?’ dashboard.

Regular use of room by families, CLD and pupils.
Surveys and questionnaires.
ACEL data

Attendance data
Swimming progress

2021-22 Improvement Plan

Priority 1: Further improve and support the mental, social, emotional and physical health of all children, families and staff by embedding and extending the range of nurture based approaches across the school.

Priority 2:Establish a digital pedagogy across all stages of the curriculum, which engages learners and delivers a high quality learning experience for all children and young people.

Priority 3: Curriculum refresh – focus on pedagogy and learner experience incorporating Learning for Sustainability, Developing the Young Workforce and Rights Respecting Schools. (Year 2)